Professionalism in Madrasah: Harmonizing Islamic Tradition and Digital Innovation in Educational

Abstract

This study examines the challenges and strategies in integrating digital pedagogy within madrasas, where Islamic values strongly shape teacher professionalism. The research highlights the tension between adopting modern technology and preserving the spiritual mission of madrasah education. Based on interviews, classroom observations, and document analysis, findings show that teachers adopt digital tools cautiously, using simple media like slides or videos. This limited use is influenced by low digital skills, weak infrastructure, and institutional policies focused more on moral safeguards than innovation. Teachers embed Qur’anic content and da’wah elements into lessons to align technology with faith, which helps gain acceptance but may limit creativity. Institutional support for digital innovation is emerging but remains rigidly framed by moral concerns. The study concludes that faith-based digital innovation supports gradual professional transformation while maintaining religious identity. However, deeper change requires balancing spiritual values with improved teacher readiness, clearer policies, and greater openness to adaptive teaching practices.